미술과 초임교사의 내용교수지식(PCK) 개발에 관한 내러티브 탐구

초록

This research attempted to describe and investigate the development of Pedagogical Content Knowledge(PCK) by the in-depth analysis of the cognitive and affective changes that a novice art teacher had experienced through the first year of teaching. Using the methods of narrative inquiry, this study focused on examining the process of PCK development as well as on finding art teaching competency, which would emerge from the actual interaction with the school context and students. In order to look closely at novice teacher’s experiences in school, data collection had been conducted over 2 years through in-depth interviews, participant observations, and document analysis. As the result, the novice teacher’s narrative on the first year’s adjustment was re-constructed based on the concept of 3 dimensional space of narrative. Three dimensions used to describe the process of participant’s PCK development consisted of time, place, and interaction. These factors, involved in the novice teacher’s experience of learning to teach, would have implications on art teacher preparation programs. The significance of this study could be found in the sense that it shed light on teacher’s actual experiences and voice.

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